48 results on '"Faculty survey"'
Search Results
2. Cheating and Honor: Lessons from a Long-Term Research Project
- Author
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McCabe, Donald and Eaton, Sarah Elaine, editor
- Published
- 2023
- Full Text
- View/download PDF
3. Assessing textbook affordability before and after the COVID-19 pandemic: Results of student and faculty surveys.
- Author
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Barnes, Christopher A., Vine, Scott, and Nadeau, Ryan
- Subjects
- *
COVID-19 pandemic , *UNIVERSITIES & colleges , *PUBLIC spending , *TEXTBOOKS , *EDUCATIONAL resources - Abstract
This article compares the results of a pair of course material surveys for faculty and students conducted before and after the COVID-19 pandemic by academic librarians at a private liberal arts college in the northeastern U.S. Findings indicate that overall students are spending significantly less per semester on required course materials, but some are going without significantly more required materials due to cost. Furthermore, first-year students were not found to be spending any less than prior to the pandemic and, as a result, spent significantly more in 2023 than most of their more experienced peers. The decrease in average student spending corresponds with our findings that faculty became more cost conscious and expanded efforts to make required materials affordable by assigning more OER and fewer materials which they consider to be overpriced or unaffordable. As a result of these and other strategies, by 2023 significantly more faculty had been able to develop courses for which the required materials cost nothing for students. The authors discuss the importance of these and additional findings, placing them in the context of similar surveys and suggesting ways that the data can be used to inform current library practices and future research. • Faculty became more cost conscious over the course of the pandemic. • Usage of open educational resources increased by between 10 % and 15 %. • The percentage of students spending less than $100 a semester doubled to 33 %. • First-year students are spending the most and saw no savings since 2020. • More first and second-year students are going without required materials. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
4. Is Academic Medicine Prepared to Teach About the Intersection of Childhood Experiences and Health? An Exploratory Survey of Faculty.
- Author
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Koo, Angie, Irwin, Jordyn, Sturgis, Morgan, Schwartz, Alan, Hasnain, Memoona, Davis, Elizabeth, and Stillerman, Audrey
- Subjects
- *
ADVERSE childhood experiences , *RESEARCH , *PROFESSIONS , *TEACHING methods , *COLLEGE teacher attitudes , *HEALTH status indicators , *QUANTITATIVE research , *SURVEYS , *QUALITATIVE research , *HEALTH attitudes , *DESCRIPTIVE statistics , *MEDICAL schools , *CHI-squared test , *SCALE analysis (Psychology) , *WOUNDS & injuries , *STATISTICAL sampling , *DATA analysis software , *MEDICAL education , *CLINICAL education - Abstract
Supplemental Digital Content is Available in the Text. Introduction: Childhood experiences affect health across the lifespan. Evidence-based strategies targeting early-life stress are emerging. Nevertheless, faculty physicians' preparation to incorporate this science into practice has not been well studied. This study explores medical faculty knowledge and beliefs, timing and route of knowledge acquisition, perceived relevance and application of study topics, and characteristics associated with concept mastery. Methods: The authors developed and administered an exploratory survey to faculty from six departments at two medical schools. The team analyzed responses using quantitative and qualitative methods. Results: Eighty-one (8.8%) eligible faculty completed the survey. Of respondents, 53 (65.4%) achieved high knowledge, 34 (42.0%) high beliefs, and 42 (59.1%) high concept exposure question scores, but only 6 (7.4%) through a formal route. Although 78 (96.8%) respondents indicated that survey concepts are relevant, only 18 (22.2%) reported fully incorporating them in their work, and 48 (59.2%) identified the need for additional coaching. Respondents reporting full incorporation were significantly more likely to attain high concept exposure scores (17 respondents, 94.4%, versus 25 respondents, 39.7%, P <.001). Quantitative and qualitative analysis highlighted limited respondent awareness of trauma prevalence among health care workers, lack of familiarity with interventions, and time and resource challenges addressing childhood adversity. Discussion: Although survey respondents had some familiarity with study concepts and perceived their relevance, most are not fully applying them. Results suggest that exposure to study concepts is associated with full incorporation. Therefore, intentional faculty development is essential to prepare faculty to include this science in practice. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
5. "UNDESERVED" GRADES OR "UNDERSERVED" STUDENTS? FACULTY ANXIETIES AND ERODING STANDARDS IN THE CORPORATE UNIVERSITY.
- Author
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Horowitz, Mark, Haynor, Anthony L., and Kickham, Kenneth
- Subjects
ANXIETY ,CORPORATIZATION ,GRADE inflation ,EDUCATIONAL standards ,SELF-consciousness (Awareness) - Abstract
Unsustainable student debt and a precarious labor market continue to raise public doubts over the value of a college degree. Observers note decades of grade inflation, eroding confidence in academic standards. Yet little attention has been paid to the perceptions of professors themselves. This report fills the gap by surveying 223 tenured professors in U.S. public universities. We query faculty on sensitive questions central to debate over academic standards. Results show a substantial fraction of professors affirms the serious problems of grade inflation and declining standards. Moreover, political orientation is the best predictor of where faculty stand on these delicate questions. We close by encouraging viewpoint diversity in higher education and greater self-awareness among liberal faculty of our collective biases. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
6. Impact of the COVID 19 pandemic on the student's academic performance at the School of Engineering - Universidad Nacional de Colombia, Bogotá Campus.
- Author
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Esperanza Monroy-Varela, Sonia, Eduardo Gallego-Vega, Luis, Javier Amórtegui-Gil, Francisco, Marcela Vega-Herrera, Jenny, and Díaz-Morales, Hernando
- Subjects
- *
COVID-19 pandemic , *ACADEMIC achievement , *ENGINEERING students , *ENGINEERING schools , *STUDENTS , *ECONOMIC impact of disease , *INCOME - Abstract
This paper analyzes the impact of the COVID-19 pandemic on the student's academic performance in the School of Engineering at Universidad Nacional de Colombia - Bogota Campus. The impact is assessed from a quantitative approach based on (i) student's grades, (ii) student's progress in their curriculum and (iii) dropped courses. In addition, results from a faculty survey (qualitative approach) are presented to expand some explanatory perspectives on the main academic changes during the pandemic. Results show a significant increase in the average numerical grade as well as in the probability of a course being dropped during the pandemic conditions. Furthermore, the student's average curriculum progress per semester grew approximately 18%. A differentiated academic impact, depending on sex and family income was observed which may be included in future post-pandemic programs. The survey reflects a new faculty's perspective on evaluation tools and methodologies. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
7. Impact of the COVID 19 pandemic on the student’s academic performance. Case at the School of Engineering - Universidad Nacional de Colombia Bogotá Campus
- Author
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Sonia Esperanza Monroy-Varela, Luis Eduardo Gallego-Vega, Francisco Javier Amórtegui-Gil, Jenny Marcela Vega-Herrera, and Hernando Díaz-Morales
- Subjects
COVID-19 impact ,impact assessment ,engineering students ,academic performance ,statistical models ,faculty survey ,Technology ,Mining engineering. Metallurgy ,TN1-997 - Abstract
This paper analyzes the impact of the COVID-19 pandemic on the student’s academic performance in the School of Engineering at Universidad Nacional de Colombia – Bogota Campus. The impact is assessed from a quantitative approach based on (i) student’s grades, (ii) student’s progress in their curriculum and (iii) dropped courses. In addition, results from a faculty survey (qualitative approach) are presented to expand some explanatory perspectives on the main academic changes during the pandemic. Results show a significant increase in the average numerical grade as well as in the probability of a course being dropped during the pandemic conditions. Furthermore, the student’s average curriculum progress per semester grew approximately 18%. A differentiated academic impact, depending on sex and family income was observed which may be included in future post-pandemic programs. The survey reflects a new faculty’s perspective on evaluation tools and methodologies.
- Published
- 2022
- Full Text
- View/download PDF
8. Stages of concern of medical faculty toward adoption of competency-based medical education in India: A multicentric survey.
- Author
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Mahajan, Rajiv, Virk, Amrit, Saiyad, Shaista, Kapoor, Anil, Ciraj, A, Srivastava, Tripti, Chhatwal, Jugesh, Mondal, Tanushree, Kukreja, Sahiba, Kalra, Juhi, Barua, Purnima, Bhandary, Shital, and Singh, Tejinder
- Subjects
- *
OUTCOME-based education , *TEACHER development , *MEDICAL education , *UNIVERSITY faculty , *CURRICULUM implementation - Abstract
Context: Currently, a major curricular reform in the form of competency-based medical education (CBME) curriculum is being rolled out across all medical colleges in India. However, it is important to find out and address the concerns of faculty regarding various aspects of this new curriculum. Aim: To analyze the concerns of the faculty members of medical colleges in India in response to the changes emerging from the adoption and implementation of the new curriculum through the concerns-based adoption model by applying the stages of concern (SoC) questionnaire. Methodology: A multicentric, cross-sectional quantitative study involving faculty members currently working in medical colleges and with more than 2 years of teaching experience was conducted using SoC questionnaire (SoCQ). The questionnaire was delivered as Google Form. Results: Of the 744 faculty participants, 41.1% (306) of faculty belonged to the 31–40 years age group followed by the 41–50 years age group (267, 35.9%). Respondents rated their level of concern differently among the seven SoC - percentile scores were highest in Stage 0– awareness (94) and least in Stage 4– consequences (59). An appreciably higher percentile scores were seen at the consequences stage (63 vs. 54), collaboration stage (80 vs. 68), and refocusing stage (77 vs. 69) in those faculty members who were trained in curriculum implementation support program (CISP) compared to the untrained group. However; the SoCQ profiles of CISP trained and untrained faculty were very much similar. SoCQ profiles of holders of advanced training in medical education and non-holders were also the same. Conclusion: Almost after 2 years of well-planned introduction of the CBME curriculum in India, the generalized faculty profile is still suggestive of interested but non-user type for the adoption of CBME. However; compared to untrained faculty, CISP trained faculty is more concerned about the impact of CBME on students, collaborating with colleagues for its proper implementation and exploring more benefits from the implementation of CBME, indicating that more hand-holding is required for faculty development beyond CISP. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
9. Impacts of the COVID‐19 pandemic on field instruction and remote teaching alternatives: Results from a survey of instructors
- Author
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Daniel C. Barton
- Subjects
faculty survey ,field instruction ,pedagogy ,remote teaching ,Ecology ,QH540-549.5 - Abstract
Abstract Education in ecology and evolution often utilizes field instruction to teach key learning outcomes. Remote teaching of learning outcomes that have been traditionally taught in the field, necessitated by the COVID‐19 pandemic, presents unique challenges for students, instructors, and institutions. A survey of 117 faculty conducted during spring 2020 revealed substantial reduction of learning outcomes typically taught in the field, and frequent substitutions of less active and more instructor‐centered remote activities for field activities. The survey revealed generally negative instructor views on many remote teaching substitutions, yet also showed several approaches that instructors regarded as more effective, despite potential challenges with equitably teaching them. I suggest several models of remote substitutions for traditional field teaching of identification, field techniques, data collection, and study design in the context of the results of this survey.
- Published
- 2020
- Full Text
- View/download PDF
10. The Case for Context in Journal Evaluations.
- Author
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Cipkowski, Pam and Fish, Katherine
- Subjects
- *
ELECTRONIC journals , *PERIODICAL subscriptions , *FISCAL year , *ACCESS to information , *LIBRARIANS , *BUDGET cuts - Abstract
When University of Wisconsin–La Crosse was faced with a pandemic-related 20% reduction to the library's collections budget two months into the 2021 fiscal year, it meant painful decisions needed to be made about the library's journal subscriptions. To accomplish this task, librarians surveyed faculty and instructional staff to generate a list of journals essential to teaching and research. Librarians analyzed the subscription status, access information, and usage statistics of the titles listed on the survey. Their findings reinforced the importance of gathering qualitative data from users to inform collection decisions, and the danger in relying too heavily on usage statistics as a marker of a journal's value. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
11. Faculty perceptions, use, and needs of library resource and services in a public research university.
- Author
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Scoulas, Jung Mi and De Groote, Sandra L.
- Subjects
- *
ACADEMIC libraries , *LIBRARY resources , *PUBLIC universities & colleges , *SOCIAL sciences , *ONLINE information services - Abstract
This research aims to examine whether faculty's perceptions of the importance of the library's resources and services for their teaching, clinical practice or research were different based on disciplines, and to explore the degree that faculty's perceptions of the library's importance and its role have changed over time. The findings revealed that online journals, databases, and Interlibrary loan (ILL) were considered by the majority of faculty as the most important for faculty's research. Another key finding indicated that faculty from social sciences perceived assistance from a subject specialist librarian as more important than faculty members from physical sciences. The top three strategies faculty use to obtain articles not available through the university include searching for a freely available online version, using ILL, and obtaining it from Google Scholar. These findings assist the library to better understand our user community's needs. As this survey is regularly deployed, it also allows us to observe potential changes over time, and as necessary, make strategic changes to library resources and services. • Online journals, databases, and ILL are most important for faculty research. • Assistance from a subject specialist was ranked highest by social science faculty. • For unavailable articles, searching for a free online version was the top strategy. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
12. Mentoring Undergraduate Research in Statistics: Reaping the Benefits and Overcoming the Barriers
- Author
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Joseph R. Nolan, Kelly S. McConville, Vittorio Addona, Nathan L. Tintle, and Dennis K. Pearl
- Subjects
active learning ,faculty survey ,high-impact teaching practices ,recruitment and retention ,statistics education ,undergraduate statistics research ,Special aspects of education ,LC8-6691 ,Probabilities. Mathematical statistics ,QA273-280 - Abstract
Undergraduate research experiences (UREs), whether within the context of a mentor-mentee experience or a classroom framework, represent an excellent opportunity to expose students to the independent scholarship model. The high impact of undergraduate research has received recent attention in the context of STEM disciplines. Reflecting a 2017 survey of statistics faculty, this article examines the perceived benefits of UREs, as well as barriers to the incorporation of UREs, specifically within the field of statistics. Viewpoints of students, faculty mentors, and institutions are investigated. Further, the article offers several strategies for leveraging characteristics unique to the field of statistics to overcome barriers and thereby provide greater opportunity for undergraduate statistics students to gain research experience.
- Published
- 2020
- Full Text
- View/download PDF
13. Pausing in the middle of the storm: Assessing functionality of the library Reserve collection for the post-pandemic future.
- Author
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Kiriakova, Maria
- Subjects
- *
LIBRARY materials , *HIGHER education , *COLLEGE campuses , *COVID-19 pandemic , *STAY-at-home orders - Abstract
Historically, the library Reserve collections provide access to required readings so students could read these materials in one place for a limited time. This system guarantees the availability of required readings whenever the library is open and contributes to the concept of accessibility, affordability, and equality of higher education. But what happens if the library space becomes inaccessible? What alternatives can be offered when even e-versions of required readings are non-existent? One of the major concerns for the imminent remote operability of the Lloyd G.Sealy library during COVID-19 lockdown was Reserves. When the John Jay College campus was shut down, the virtual 24/7 library operation became a reality. The reference services continued to function via email and chat and the questions about access to the physical Reserve collection and demand for those resources to be available in e-format began to form an avalanche. The author surveyed the teaching faculty about the use of the library's Reserve collections during the remote teaching mode and analyzed data to assess the functionality of the Reserves in order to help the library make preparations for the Fall 2021 semester as well as envision the post-pandemic future for the Reserve collections. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
14. Impacts of the COVID‐19 pandemic on field instruction and remote teaching alternatives: Results from a survey of instructors.
- Author
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Barton, Daniel C.
- Subjects
- *
COVID-19 pandemic , *ECOLOGY education , *TEACHING , *ACQUISITION of data - Abstract
Education in ecology and evolution often utilizes field instruction to teach key learning outcomes. Remote teaching of learning outcomes that have been traditionally taught in the field, necessitated by the COVID‐19 pandemic, presents unique challenges for students, instructors, and institutions. A survey of 117 faculty conducted during spring 2020 revealed substantial reduction of learning outcomes typically taught in the field, and frequent substitutions of less active and more instructor‐centered remote activities for field activities. The survey revealed generally negative instructor views on many remote teaching substitutions, yet also showed several approaches that instructors regarded as more effective, despite potential challenges with equitably teaching them. I suggest several models of remote substitutions for traditional field teaching of identification, field techniques, data collection, and study design in the context of the results of this survey. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
15. The impact of active mentorship: results from a survey of faculty in the Department of Medicine at Massachusetts General Hospital
- Author
-
Rochelle P. Walensky, Younji Kim, Yuchiao Chang, Bianca C. Porneala, Mirar N. Bristol, Katrina Armstrong, and Eric G. Campbell
- Subjects
Faculty survey ,Mentor ,Mentee ,Job satisfaction ,Academic advancement ,Academic rank ,Special aspects of education ,LC8-6691 ,Medicine - Abstract
Abstract Background To assess mentorship experiences among the faculty of a large academic department of medicine and to examine how those experiences relate to academic advancement and job satisfaction. Methods Among faculty members in the Massachusetts General Hospital Department of Medicine, we assessed personal and professional characteristics as well as job satisfaction and examined their relationship with two mentorship dimensions: (1) currently have a mentor and (2) role as a mentor. We also developed a mentorship quality score and examined the relationship of each mentorship variable to academic advancement and job satisfaction. Results 553/988 (56.0%) of eligible participants responded. 64.9% reported currently having a mentor, of whom 21.3% provided their mentor a low quality score; 66.6% reported serving as a mentor to others. Faculty with a current mentor had a 3.50-fold increased odds of serving as a mentor to others (OR 3.50, 95% CI 1.84–6.67, p
- Published
- 2018
- Full Text
- View/download PDF
16. Mentoring Undergraduate Research in Statistics: Reaping the Benefits and Overcoming the Barriers.
- Author
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Nolan, Joseph R., McConville, Kelly S., Addona, Vittorio, Tintle, Nathan L., and Pearl, Dennis K.
- Subjects
- *
MENTORING , *UNDERGRADUATES , *PERCEIVED benefit , *ACTIVE learning , *STUDENT research , *STATISTICS - Abstract
Undergraduate research experiences (UREs), whether within the context of a mentor-mentee experience or a classroom framework, represent an excellent opportunity to expose students to the independent scholarship model. The high impact of undergraduate research has received recent attention in the context of STEM disciplines. Reflecting a 2017 survey of statistics faculty, this article examines the perceived benefits of UREs, as well as barriers to the incorporation of UREs, specifically within the field of statistics. Viewpoints of students, faculty mentors, and institutions are investigated. Further, the article offers several strategies for leveraging characteristics unique to the field of statistics to overcome barriers and thereby provide greater opportunity for undergraduate statistics students to gain research experience. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
17. Cheating and Honor: Lessons from a Long-Term Research Project
- Author
-
McCabe, Donald and Bretag, Tracey, editor
- Published
- 2016
- Full Text
- View/download PDF
18. Open Access Issues and Engineering Faculty Attitudes and Practices.
- Author
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Mischo, WilliamH. and Schlembach, MaryC.
- Subjects
- *
SCHOLARLY communication , *SCHOLARLY publishing , *LIBRARY storage centers , *OPEN access publishing , *ENGINEERING teachers , *COLLEGE teachers , *UNIVERSITY faculty , *ACADEMIC discourse , *SCHOLARLY periodicals , *INSTITUTIONAL repositories - Abstract
The two primary means for accomplishing Open Access (OA) goals are the 'author pays' or Gold model and the 'self-archiving' or Green model, both of which can have variations or hybrids. There is a growing schism between proponents of the Gold and Green models. Scholar uptake on self-archiving has been very limited. At the same time, a great deal of concern has been expressed regarding the Gold model, particularly with regard to cost and the role of peer-review lite journals. With the evolving OA environment as a backdrop, the authors conducted a survey of university engineering faculty in order to better understand their OA practices and attitudes. The scholarly communication needs and activities of engineering faculty are more diverse than other scholars in that they have a broader and more varied literature, which includes journal articles, conference papers, technical reports, standards, handbook information, patents, and grey literature. The survey was comprised of 12 Likert scale questions and 3 open comment questions. The results of the survey of engineering faculty were consistent with other studies that have revealed concerns over the author pays model and a reluctance to self-archive in the university institutional repository (IR). Survey results showed that engineering faculty do not extensively publish in author pays Gold journals and had limited plans to do so in the future. In line with other studies, the survey revealed that there was a lack of familiarity with campus IRs and a very small uptake rate for depositing research output in institutional repositories. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
19. Student and faculty perception of objective structured clinical examination: A teaching hospital experience
- Author
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Abir H Alsaid and Mona Al-Sheikh
- Subjects
Faculty survey ,objective structured clinical examination ,student survey ,Medicine - Abstract
Introduction: The primary objective of this study was to explore student and faculty perception of the objective structured clinical examination (OSCE) to assess the clinical competence of 5th year medical students. Methods: Two validated tools were used to survey students' and faculty perception of the OSCE as an assessment tool. The questionnaires were self-administered and handed to the students immediately after the OSCE was conducted. Subjects were 29 female students who had completed their 3-week Internal Medicine rotation and 15 faculty members who had participated in evaluating the students. The response rate was 100%. The OSCE comprised of 21 active stations involving skills like history taking standardized patients were used, physical examination, and data interpretation for which real patients were used. Results: Majority of students, 63.2% indicated that the OSCE assessed their skills fairly. This was also true for 80% thought the OSCE was a fair method of assessing students' skills as well as a better assessment tool than the traditional long/short case exams. Conclusion: The OSCE was positively perceived by 5th year medical students and faculty members as a tool that can fairly assess students' clinical skills.
- Published
- 2017
- Full Text
- View/download PDF
20. Disconnect: Contradictions and Disagreements in Faculty Perspectives of Information Literacy.
- Author
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Moran, Cristy
- Subjects
- *
INFORMATION literacy education , *COMMUNITY college administrators , *COLLEGE curriculum , *LIBRARIANS , *COMMUNITY college faculty - Abstract
Broward College, an early adopter of Guided Pathways, has made efforts to incorporate information literacy throughout the curriculum by embedding librarians in pathways and through General Education learning outcomes. However, although college administrators and faculty acknowledge that the integration of information literacy instruction throughout the curriculum is crucial to student success, librarians have struggled to become true teaching partners. A survey was administered to discipline faculty to determine attitudes, perceptions, and a self-assessment of information literacy. This study includes a nuanced analysis of discipline faculty responses and reveals conflicting attitudes and behaviors related to information literacy instruction. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
21. Impact of the COVID 19 pandemic on the student's academic performance at the School of Engineering - Universidad Nacional de Colombia, Bogotá Campus
- Author
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Monroy-Varela, Sonia Esperanza, Gallego-Vega, Luis Eduardo, Amórtegui-Gil, Francisco Javier, Vega-Herrera, Jenny Marcela, and Díaz-Morales, Hernando
- Subjects
estudiantes de ingeniería ,impact assessment ,engineering students ,encuesta a profesores ,academic performance ,modelos estadísticos ,evaluación de impacto ,COVID-19 impact ,faculty survey ,statistical models ,desempeño académico ,impacto COVID-19 - Abstract
This paper analyzes the impact of the COVID-19 pandemic on the student's academic performance in the School of Engineering at Universidad Nacional de Colombia - Bogota Campus. The impact is assessed from a quantitative approach based on (i) student's grades, (ii) student's progress in their curriculum and (iii) dropped courses. In addition, results from a faculty survey (qualitative approach) are presented to expand some explanatory perspectives on the main academic changes during the pandemic. Results show a significant increase in the average numerical grade as well as in the probability of a course being dropped during the pandemic conditions. Furthermore, the student's average curriculum progress per semester grew approximately 18%. A differentiated academic impact, depending on sex and family income was observed which may be included in future post-pandemic programs. The survey reflects a new faculty's perspective on evaluation tools and methodologies. Resumen Este artículo analiza el impacto de la pandemia del COVID-19 en el desempeño académico de los estudiantes de la Facultad de Ingeniería de la Universidad Nacional de Colombia - Sede Bogotá. El impacto es evaluado mediante análisis cuantitativo basado en (i) calificaciones de los estudiantes (ii), avance del plan de estudios, (iii) cursos cancelados. El análisis es complementado con una encuesta a profesores (aproximación cualitativa) para analizar algunas percepciones explicativas de los cambios académicos más relevantes durante la pandemia. Los resultados muestran un incremento significativo en el promedio de calificaciones numéricas de las asignaturas y en la probabilidad de cancelación de cursos durante la pandemia. El avance curricular semestral, promedio, de los estudiantes, creció 18% aproximadamente. Los impactos fueron diferenciados por sexo e ingresos familiares y pueden tenerse en cuenta para diseñar programas futuros. La encuesta refleja nuevas percepciones adoptadas por los profesores en torno a herramientas y metodologías de evaluación.
- Published
- 2022
22. The impact of active mentorship: results from a survey of faculty in the Department of Medicine at Massachusetts General Hospital.
- Author
-
Walensky, Rochelle P., Younji Kim, Yuchiao Chang, Porneala, Bianca C., Bristol, Mirar N., Armstrong, Katrina, and Campbell, Eric G.
- Abstract
Background: To assess mentorship experiences among the faculty of a large academic department of medicine and to examine how those experiences relate to academic advancement and job satisfaction. Methods: Among faculty members in the Massachusetts General Hospital Department of Medicine, we assessed personal and professional characteristics as well as job satisfaction and examined their relationship with two mentorship dimensions: (1) currently have a mentor and (2) role as a mentor. We also developed a mentorship quality score and examined the relationship of each mentorship variable to academic advancement and job satisfaction. Results: 553/988 (56.0%) of eligible participants responded. 64.9% reported currently having a mentor, of whom 21.3% provided their mentor a low quality score; 66.6% reported serving as a mentor to others. Faculty with a current mentor had a 3.50-fold increased odds of serving as a mentor to others (OR 3.50, 95% CI 1.84–6.67, p < 0.001). Faculty who reported their mentorship as high quality had a decreased likelihood of being stalled in rank (OR 0.28, 95% CI: 0.10–0.78, p = 0.02) and an increased likelihood of high job satisfaction (OR 3.91, 95% CI 1.77–8.63, p < 0.001) compared with those who reported their mentorship of low quality; further, having a low mentorship score had a similar relationship to job satisfaction as not having a mentor. Conclusions: A majority of faculty survey respondents had mentorship, though not all of it of high caliber. Because quality mentorship significantly and substantially impacts both academic progress and job satisfaction, efforts devoted to improve the adoption and the quality of mentorship should be prioritized. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
23. Impact of the COVID 19 pandemic on the student’s academic performance at the School of Engineering - Universidad Nacional de Colombia, Bogotá Campus
- Author
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Monroy Varela, Sonia Esperanza, Gallego Vega, Luis Eduardo, Amórtegui Gil, Francisco Javier, Vega Herrera, Jenny Marcela, Díaz Morales, Hernando, Monroy Varela, Sonia Esperanza, Gallego Vega, Luis Eduardo, Amórtegui Gil, Francisco Javier, Vega Herrera, Jenny Marcela, and Díaz Morales, Hernando
- Abstract
This paper analyzes the impact of the COVID-19 pandemic on the student’s academic performance in the School of Engineering at Universidad Nacional de Colombia – Bogota Campus. The impact is assessed from a quantitative approach based on (i) student’s grades, (ii) student’s progress in their curriculum and (iii) dropped courses. In addition, results from a faculty survey (qualitative approach) are presented to expand some explanatory perspectives on the main academic changes during the pandemic. Results show a significant increase in the average numerical grade as well as in the probability of a course being dropped during the pandemic conditions. Furthermore, the student’s average curriculum progress per semester grew approximately 18%. A differentiated academic impact, depending on sex and family income was observed which may be included in future post-pandemic programs. The survey reflects a new faculty’s perspective on evaluation tools and methodologies., Este artículo analiza el impacto de la pandemia del COVID-19 en el desempeño académico de los estudiantes de la Facultad de Ingeniería de la Universidad Nacional de Colombia – Sede Bogotá. El impacto es evaluado mediante análisis cuantitativo basado en (i) calificaciones de los estudiantes (ii), avance del plan de estudios, (iii) cursos cancelados. El análisis es complementado con una encuesta a profesores (aproximación cualitativa) para analizar algunas percepciones explicativas de los cambios académicos más relevantes durante la pandemia. Los resultados muestran un incremento significativo en el promedio de calificaciones numéricas de las asignaturas y en la probabilidad de cancelación de cursos durante la pandemia. El avance curricular semestral, promedio, de los estudiantes, creció 18% aproximadamente. Los impactos fueron diferenciados por sexo e ingresos familiares y pueden tenerse en cuenta para diseñar programas futuros. La encuesta refleja nuevas percepciones adoptadas por los profesores en torno a herramientas y metodologías de evaluación.
- Published
- 2022
24. 米国大学図書館における電子書籍サービス.
- Author
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??????? and ?????
- Abstract
Copyright of Journal of Information Science & Technology Association/Joho no Kagaku to Gijutsu is the property of Information Science & Technology Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
25. Mentoring Undergraduate Research in Statistics: Reaping the Benefits and Overcoming the Barriers
- Author
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Vittorio Addona, Kelly S. McConville, Joseph R. Nolan, Nathan L. Tintle, and Dennis K. Pearl
- Subjects
high-impact teaching practices ,Statistics and Probability ,Teaching method ,Context (language use) ,01 natural sciences ,Education ,undergraduate statistics research ,010104 statistics & probability ,active learning ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,statistics education ,Time management ,0101 mathematics ,Statistics education ,Student research ,lcsh:LC8-6691 ,lcsh:Special aspects of education ,recruitment and retention ,05 social sciences ,050301 education ,EXPOSE ,Undergraduate research ,Active learning ,faculty survey ,lcsh:Probabilities. Mathematical statistics ,Statistics, Probability and Uncertainty ,lcsh:QA273-280 ,Psychology ,0503 education - Abstract
Undergraduate research experiences (UREs), whether within the context of a mentor-mentee experience or a classroom framework, represent an excellent opportunity to expose students to the independent scholarship model. The high impact of undergraduate research has received recent attention in the context of STEM disciplines. Reflecting a 2017 survey of statistics faculty, this article examines the perceived benefits of UREs, as well as barriers to the incorporation of UREs, specifically within the field of statistics. Viewpoints of students, faculty mentors, and institutions are investigated. Further, the article offers several strategies for leveraging characteristics unique to the field of statistics to overcome barriers and thereby provide greater opportunity for undergraduate statistics students to gain research experience.
- Published
- 2020
26. Improving Library Services to Satellite Campuses: A Follow-Up Study at the University of Lethbridge.
- Author
-
Eva, Nicole
- Subjects
- *
ACADEMIC libraries , *COLLEGE teachers , *SURVEYS , *INFORMATION literacy , *LIBRARY public services , *COLLEGE teacher attitudes , *WEBINARS - Abstract
In an effort to provide better service to the University of Lethbridge satellite campus locations, a survey was done of instructors on the northern campuses regarding their knowledge and use of the University of Lethbridge Library services available to them. This was a follow-up to a survey conducted in 2011, at which time it was found that many of the instructors at the northern campuses were unaware of many available services. The survey was recreated in order to familiarize new instructors with the services offered by the Library and determine if awareness had increased over the past three years. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
27. Faculty Disagreement about the Teaching of Quantum Mechanics.
- Author
-
Dubson, Michael, Goldhaber, Steve, Pollock, Steven, and Perkins, Katherine
- Subjects
- *
QUANTUM theory , *PHYSICS education , *MATHEMATICAL functions , *LEARNING , *EDUCATIONAL programs - Abstract
To guide research-based transformation of upper-division physics classes, it is useful to identify learning goals that are broadly supported by the faculty. Our efforts to transform our junior-level E&M course have revealed a broad faculty consensus on the content of the course, if not the pedagogical approach. In contrast, we find a range of opinions on both the content and the pedagogy in junior-level QM. We surveyed 27 faculty about their approaches to teaching QM, and reviewed 20 quantum textbooks. Although there is broad agreement on the list and order of topics (Schrödinger equation to matrix methods and spin), we find substantial disagreement in several pedagogical aspects, including (1) the importance of presenting QM on an axiomatic basis (i.e. the postulates); (2) the treatment of measurement in QM (in particular, the collapse of the wave function); and (3) the physical interpretation of the wave function (matter wave vs. information wave vs. something else). [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
28. Undergraduate Teaching Faculty: The HERI Faculty Survey 2016-2017
- Author
-
Bara Stolzenberg, Ellen, Eagan, M. Kevin, Zimmerman, Hilary B., Berdan Lozano, Jennifer, Cesar-Davis, Natacha M., Aragon, Melissa C., Rios-Aguilar, Cecilia, Bara Stolzenberg, Ellen, Eagan, M. Kevin, Zimmerman, Hilary B., Berdan Lozano, Jennifer, Cesar-Davis, Natacha M., Aragon, Melissa C., and Rios-Aguilar, Cecilia
- Abstract
This report summarizes the highlights of a national survey of college and university faculty conducted by the Cooperative Institutional Research Program (CIRP) at the Higher Education Research Institute (HERI) during the 2016–2017 academic year. Although HERI has been surveying higher education faculty since 1978, this report is the tenth in a series of faculty surveys administered on a triennial basis since 1989. Over the past three decades, the HERI Faculty Survey has collected data from over half a million faculty at more than 1,100 colleges and universities.
- Published
- 2019
29. Taking the Guesswork Out of Collection Development: Using Syllabi for a User-Centered Collection Development Method.
- Author
-
Shirkey, Cindy
- Subjects
- *
COLLECTION development in libraries , *OUTLINES , *RESERVE collections in academic libraries , *COLLECTION management (Libraries) , *UNIVERSITY faculty , *SURVEYS , *ACADEMIC library book lists - Abstract
Over the course of a year, 98 syllabi were collected from history, English, philosophy, religion, and foreign literatures and languages departments at a large university in the Southeast. The syllabi were analyzed for potential additions to the print collection. In addition to the syllabus study, a survey was conducted of all faculty in those departments to establish their views toward syllabi and the library's place in providing access to items on syllabi. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
30. Assessing response bias in a web survey at a university faculty.
- Author
-
Menachemi, Nir
- Subjects
- *
ELECTRONICS in surveying , *RESPONSE styles (Examinations) , *NONRESPONSE (Statistics) , *HEALTH services administration , *INTERNET surveys - Abstract
Online surveys are increasingly common due to the myriad of benefits they offer over traditional survey methods. However, research has shown that response rates to web-based surveys are typically lower than to traditional surveys and can possibly yield biased results. University-based faculty members are a unique cohort that may be ideally suited as subjects for web-based surveys. This paper presents the results of a formal assessment of response bias from a large scale anonymous national survey of faculty members in the discipline of health administration. Results suggested that response bias was at levels undetectable using standard methodological approaches. This paper provides the reader with an overview of steps that can assist evaluators in assessing response bias from data collected with surveys. Thus, it will be of interest to researchers utilising electronic survey methods, especially those interested in surveying university-based faculty members. [ABSTRACT FROM AUTHOR]
- Published
- 2011
- Full Text
- View/download PDF
31. Incorporating Audio-Visual Materials in University Teaching: Results of a Faculty Survey and Corresponding Actions of the Library.
- Author
-
Wong, ShunHan Rebekah
- Subjects
- *
AUDIOVISUAL materials , *TEACHING methods , *UNIVERSITY faculty , *ACADEMIC libraries , *AUDIOVISUAL library service , *COLLECTION development in libraries - Abstract
This article presents the results of a faculty survey conducted by the Hong Kong Baptist University Library regarding faculty attitudes and comments on the use of audio-visual materials for teaching. Results showed a fairly high level of AV material use for teaching, overall satisfaction regarding material content, and overall dissatisfaction regarding content currency and content variety. The article further discusses the Library's corresponding actions, including VHS conversion and relocation projects, revisiting AV collection development policy and procedures, a video-on-demand service for scholarly events and local TV programs, a new visual and audio search page, and the media consultancy service. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
32. Roles and Challenges of the Health Information Management Educator: A National HIM Faculty Survey.
- Author
-
Houser, Shannon H., Tesch, Linde, Hart-Hester, Susan, and Dixon-Lee, Claire
- Abstract
Health information technology initiatives created the framework for a national health information infrastructure that concomitantly fostered a need to build intellectual capacity within our current and future health information management (HIM) work force. Results from the 2008 HIM Educator Survey are discussed. Developed for voluntary electronic participation, the survey comprised a series of questions about educators' professional interests and responsibilities. Summary data from the 402 respondents are provided and highlight areas such as academic rank, teaching status, salary range, levels of interest in various issues, and use of virtual learning tools. Data from this survey provide insights into the concerns and challenges many HIM educators face in today's training institutions and suggest implications for future directions in work force training and professional development within the HIM field. [ABSTRACT FROM AUTHOR]
- Published
- 2009
33. Listening to Those We Serve: Assessing the Research Needs of University Faculty.
- Author
-
Mullen, Carol A., Murthy, Uday, and Teague, Greg
- Subjects
- *
UNIVERSITY faculty , *EDUCATION research , *RESEARCH institutes , *MARKET surveys , *BUSINESS mentorships , *COLLEGE teachers - Abstract
This study presents findings from a university-wide faculty survey on research resources at a top-tier research institution in the United States (U.S.). The researchers (faculty leaders) designed the original instrument, submitted it for critique and validation to a faculty senate's research body, and solicited participation from all colleges. The principal investigators sought to identify impediments to research and scholarship, as perceived by faculty. The questions posed were: What specific types of resources do faculty members deem important to facilitate their research activities? Are financial and non-financial resources deemed equally important? Do junior and senior faculty members differ in their views on the importance of various resources as valued resources? Are there differences across academic units in the degree to which particular resources are valued? The survey also elicited faculty perceptions of the level of research support actually received and demographic information about the faculty respondents, their recent research and scholarship activities, and their attitudes towards various types of incentives for research. The survey was distributed to all faculty members (1,474) at the University. It was completed by 305 faculty, yielding a response rate of 20.6%. Results obtained reveal that across all faculty ranks financial and material resources are deemed critical for supporting faculty members' research efforts. Intellectual and scholarly resources, such as the availability of research mentors, were deemed significantly more important by junior faculty. The results should be of interest to anyone seeking to enhance the research output of the academic enterprise. [ABSTRACT FROM AUTHOR]
- Published
- 2008
34. College Faculty Perceptions About Foreign Language.
- Author
-
Wilkerson, Carol
- Subjects
FOREIGN language education ,UNIVERSITY faculty ,LANGUAGE & education ,CURRICULUM ,MULTICULTURAL education ,COMMUNICATIVE competence ,LANGUAGE & culture ,LANGUAGE acquisition ,HIGHER education - Abstract
Most postsecondary institutions are committed to internationalization of their curricula, global awareness, and appreciation for multiculturalism. However, proficiency in a foreign language plays a marginal role, at best, in reaching these goals. In an attempt to understand the perceptions about the role of foreign language in postsecondary education, liberal arts faculty and administrators were polled regarding their beliefs about foreign language. Responses indicate that regardless of their support for foreign language, faculty members generally believe that learning another language means instruction in grammar and lexicon, with little attention to culture. Although faculty generally agreed that proficiency in another language is important, degree programs in the service professions were viewed as too prescriptive to allow students enough time to learn another language. [ABSTRACT FROM AUTHOR]
- Published
- 2006
- Full Text
- View/download PDF
35. Student and faculty perception of objective structured clinical examination: A teaching hospital experience
- Author
-
Mona H. AlSheikh and Abir H Alsaid
- Subjects
medicine.medical_specialty ,Objective structured clinical examination ,media_common.quotation_subject ,student survey ,education ,lcsh:Medicine ,Physical examination ,030204 cardiovascular system & hematology ,Teaching hospital ,03 medical and health sciences ,0302 clinical medicine ,Faculty survey ,Perception ,medicine ,Medical history ,030212 general & internal medicine ,Female students ,media_common ,Response rate (survey) ,Medical education ,medicine.diagnostic_test ,business.industry ,lcsh:R ,objective structured clinical examination ,General Medicine ,Family medicine ,Original Article ,business ,Clinical skills - Abstract
The primary objective of this study was to explore student and faculty perception of the objective structured clinical examination (OSCE) to assess the clinical competence of 5Two validated tools were used to survey students' and faculty perception of the OSCE as an assessment tool. The questionnaires were self-administered and handed to the students immediately after the OSCE was conducted. Subjects were 29 female students who had completed their 3-week Internal Medicine rotation and 15 faculty members who had participated in evaluating the students. The response rate was 100%. The OSCE comprised of 21 active stations involving skills like history taking standardized patients were used, physical examination, and data interpretation for which real patients were used, physical examination, or management. Standardized or real patients were used in 16 stations.Majority of students, 63.2% indicated that the OSCE assessed their skills fairly. This was also true for 80% thought the OSCE was a fair method of assessing students' skills as well as a better assessment tool than the traditional long/short case exams.The OSCE was positively perceived by 5ملخص البحث: تعنى هذه الدراسة المستقبلية عن مدى إدراك طلبة الطب للامتحان السريري المنظم (OSCE). أجرى هذا الامتحان في مستشفى الملك فهد الجامعي بالخبر في شهر ابريل 2014، وزع استبيان على الطلبة بعد انتهائهم من تأدية الامتحان لمعرفة مدى إدراكهم وأرائهم عن هذا النوع من الامتحان. بينت هذه الدراسة أن (%68.8) من الطلاب وجدو أن حالات الامتحان كانت موثوق بها وعليه فان هذا النوع من الامتحانات قيمت ايجابيا من الطلاب. يوصي الباحثان بان تجرى دراسات أخرى تشمل عدد اكبر من الطلاب.
- Published
- 2017
36. The impact of active mentorship: results from a survey of faculty in the Department of Medicine at Massachusetts General Hospital
- Author
-
Eric G. Campbell, Bianca Porneala, Katrina Armstrong, Mirar N. Bristol, Yuchiao Chang, Younji Kim, and Rochelle P. Walensky
- Subjects
Male ,medicine.medical_specialty ,Faculty, Medical ,020205 medical informatics ,media_common.quotation_subject ,education ,lcsh:Medicine ,02 engineering and technology ,Hospitals, General ,Job Satisfaction ,Education ,Odds ,03 medical and health sciences ,0302 clinical medicine ,Mentorship ,Sex Factors ,Academic department ,Faculty survey ,Mentor ,Surveys and Questionnaires ,0202 electrical engineering, electronic engineering, information engineering ,medicine ,Mentee ,Academic rank ,Humans ,Quality (business) ,030212 general & internal medicine ,General hospital ,media_common ,Medical education ,lcsh:LC8-6691 ,Academic Success ,lcsh:Special aspects of education ,lcsh:R ,Mentors ,Mentoring ,General Medicine ,Academic advancement ,Career Mobility ,Massachusetts ,Family medicine ,Multivariate Analysis ,Job satisfaction ,Female ,Psychology ,Research Article - Abstract
Background To assess mentorship experiences among the faculty of a large academic department of medicine and to examine how those experiences relate to academic advancement and job satisfaction. Methods Among faculty members in the Massachusetts General Hospital Department of Medicine, we assessed personal and professional characteristics as well as job satisfaction and examined their relationship with two mentorship dimensions: (1) currently have a mentor and (2) role as a mentor. We also developed a mentorship quality score and examined the relationship of each mentorship variable to academic advancement and job satisfaction. Results 553/988 (56.0%) of eligible participants responded. 64.9% reported currently having a mentor, of whom 21.3% provided their mentor a low quality score; 66.6% reported serving as a mentor to others. Faculty with a current mentor had a 3.50-fold increased odds of serving as a mentor to others (OR 3.50, 95% CI 1.84–6.67, p
- Published
- 2018
37. Large university classes: A 100+ year-old problem
- Author
-
Graether, Steffen P and Jacobs, Shoshanah R
- Subjects
historical analysis ,participation rate ,Teaching and Learning Science ,student survey ,ComputingMilieux_COMPUTERSANDEDUCATION ,large classes ,class size ,faculty survey ,enrollment ,discipline - Abstract
We think that large university classes are a relatively recent problem, but the literature shows that it has existed for over 100 years. There is a growing body of research on class size and how it relates to student achievement however, the findings have been complex, difficult to interpret, and challenging to integrate. The primary complication is that the definition of a large class is fluid. It can vary with discipline, year level, format of class, and opinion. Because of the complexity, researchers often quantify it, somewhat arbitrarily, at greater than 100 students. One study defines a large class as one that necessitates a change of teaching methods, but also notes that pedagogical approach depends on the class size, creating a circular argument. Irrespective of the problem, we should be able to detect when a change of teaching method was implemented as a course grew. Today, course with enrollments close to 1000 students are common; courses that are often prerequisites for several programs of study. It is therefore becoming more critical to provide educators with valid, reliable, and instructive information on how to effectively teach a large class, and to enable administrators to evaluate and change their practices. In this session, we will discuss the results of a meta-analysis of large classes we performed to define the size of a large class, determine what has driven changes in class size other than costs, and to see if there is an optimal class size that balances competing administration and pedagogical needs.
- Published
- 2017
38. University of Windsor Faculty Survey: Analytical Memo
- Author
-
Ithaka S+R and Canadian Association of Research Libraries (CARL)
- Subjects
Scholarly Publishing ,Social and Behavioral Sciences ,Faculty Survey ,Collection Development and Management ,Education ,Scholarly Communication ,CARL ,Canadian Association of Research Libraries ,University of Windsor Faculty Survey ,Local Faculty Survey ,Information Literacy ,Library and Information Science ,Ithaka S+R ,Ithaka ,Ithaka S+R Local Faculty Survey ,Windsor Faculty Survey - Abstract
The University of Windsor Faculty Survey: Analytical Memo is a companion report to the 2014 University of Windsor Faculty Survey: Report of Findings. It presents an analytical review of the survey responses from Ithaka S+R, a not-for-profit service which assists academic libraries to understand and navigate the economic and technological changes impacting universities and their libraries in the 21st century.
- Published
- 2015
39. Multidisciplinary Research: Implications for Agricultural and Applied Economists
- Author
-
Mooney, Sian, Young, Douglas, Cobourn, Kelly, and Islam, Samia
- Subjects
promotion and tenure ,Teaching/Communication/Extension/Profession ,faculty survey ,multidisciplinary research ,agricultural and applied economics - Abstract
We detail the rewards and barriers to participating in multidisciplinary research (MDR) using a 2011 survey of applied economists at U.S. universities. We compare these findings with an earlier 1993 survey to assess if rewards and barriers have changed over time. Different administrative levels of U.S. universities are sending contradictory signals regarding rewards from MDR. External funding agencies convey positive signals. Although the scope and breadth of questions addressed by applied economists are changing over time, institutional incentives and reward structures are not keeping pace with these changes. Progress toward adapting to new professional demands has been slow.
- Published
- 2013
- Full Text
- View/download PDF
40. Improving library services to satellite campuses: The case of the University of Lethbridge
- Author
-
Eva, Nicole and Eva, Nicole
- Abstract
A survey was done of instructors at two satellite campuses located at a distance from the main campus of the University of Lethbridge in order to ascertain both utilization and awareness of library resources and services. Results were enlightening, indicating that lack of awareness and communication is one of the biggest obstacles for these distance instructors to make use of the University Library and its services such as information literacy instruction for students.
- Published
- 2012
41. 2014 Faculty Conference: faculty senate overview
- Author
-
Knauss, Daniel M.
- Subjects
faculty conference ,senate ,strategic plan ,faculty survey - Abstract
This presentation provides an overview of faculty senate objectives, presents an organization chart showing how the senate interacts with other committees, lists the 2014/2015 senators, notes the previous year's activities, and outlines ongoing initiatives and goals.
- Published
- 2007
- Full Text
- View/download PDF
42. Open Access : Policy, Academic, and University Perspectives
- Author
-
Morrison, Heather, Waller, Andrew, and Vézina, Kumiko
- Subjects
Universities ,health care facilities, manpower, and services ,4. Education ,education ,05 social sciences ,HS. Repositories ,Open access ,Repositories ,050905 science studies ,humanities ,Library & Information Science ,Faculty survey ,health services administration ,author's rights, ownership, copyright, copyleft, open access. [ED. Intellectual property] ,BG. Information dissemination and diffusion ,0509 other social sciences ,050904 information & library sciences ,health care economics and organizations ,Self-archiving - Abstract
Delivered at Canadian Library Association Conference, June 16, 2006, Ottawa, Ontario (Canada), The landscape of scholarly communications is transforming into an Open Access environment. Policies are being set by national funding agencies and universities, among others. This session will present an overview of major policy issues, the academic (teaching faculty) perspective on open access publishing and self-archiving and what it all means in the real-world university (library) environment.
- Published
- 2006
- Full Text
- View/download PDF
43. Prioritizing Diseases, Disorders and Disabilities and the Relative Importance of Skin Cancer: A Public Health Faculty Survey
- Author
-
Sandwich, James Thomas, MD
- Subjects
- Public Health Priorities, Faculty Priorities, Faculty Survey, Skin Cancer, Melanoma
- Abstract
ABSTRACT Prioritizing Diseases, Disorders and Disabilities and the Relative Importance of Skin Cancer: A Public Health Faculty Survey By James Thomas Sandwich, MD April 21, 2016 INTRODUCTION: Academic faculty in public health have diverse career interests and occupy positions of considerable influence. They play an important role in setting curriculum and training the future public health workforce. However, there is little published scholarly information regarding which public health diseases, disorders, and disabilities are most important to them. Skin cancer is a major public health problem that has been declared an epidemic. AIM: The Aim of this study is to discover which public health disorders are of highest concern and to determine the relative priority of skin cancer to public health faculty. METHODS: The primary design of the study was that of a non-experimental opinion based survey. Subjects were faculty members of national academic, public health programs. To obtain the broadest distribution, primary and secondary faculty as defined by the ASPPH were included. A 19 question survey document was administered electronically through Qualtrics. There were 15 questions on the importance of specific disorders and five questions on skin cancer. Responses were categorized ranked and compared. RESULTS: Obesity ranked the highest among all concerns with cardiovascular disease and cancer also receiving high priority. Cancer, diabetes, and cardiovascular disease led in secondary outcomes. Tertiary outcomes were nearly evenly split between cardiovascular disease, cancer, and mental health. Priorities varied by regions, age, gender and race. The majority placed skin cancer in the second quartile of importance and believed it to be appropriately ranked. CONCLUSION: Public health faculty prioritize disorders similarly in spite of diverse interests with minor differences across regions and demographics. National Funding as a proxy for importance does not cleanly align with faculty priorities. Public health faculty express familiarity with skin cancer, however, do not generally considered it of highest priority compared to other disorders. Increased faculty emphasis on interventions that prevent skin cancer may improve awareness and reduce negative sequela.
- Published
- 2016
44. Student and Faculty Perception of Objective Structured Clinical Examination: A Teaching Hospital Experience.
- Author
-
Alsaid AH and Al-Sheikh M
- Abstract
Introduction: The primary objective of this study was to explore student and faculty perception of the objective structured clinical examination (OSCE) to assess the clinical competence of 5
th year medical students., Methods: Two validated tools were used to survey students' and faculty perception of the OSCE as an assessment tool. The questionnaires were self-administered and handed to the students immediately after the OSCE was conducted. Subjects were 29 female students who had completed their 3-week Internal Medicine rotation and 15 faculty members who had participated in evaluating the students. The response rate was 100%. The OSCE comprised of 21 active stations involving skills like history taking standardized patients were used, physical examination, and data interpretation for which real patients were used, physical examination, or management. Standardized or real patients were used in 16 stations., Results: Majority of students, 63.2% indicated that the OSCE assessed their skills fairly. This was also true for 80% thought the OSCE was a fair method of assessing students' skills as well as a better assessment tool than the traditional long/short case exams., Conclusion: The OSCE was positively perceived by 5th year medical students and faculty members as a tool that can fairly assess students' clinical skills., Competing Interests: There are no conflicts of interest.- Published
- 2017
- Full Text
- View/download PDF
45. A reflective teaching challenge to motivate educational innovation.
- Author
-
Edwards RA, Kirwin J, Gonyeau M, Matthews SJ, Lancaster J, and DiVall M
- Subjects
- Curriculum standards, Data Collection, Education, Pharmacy standards, Evidence-Based Practice, Humans, Motivation, Staff Development methods, Education, Pharmacy methods, Faculty, Students, Pharmacy, Teaching methods
- Abstract
Objective: To describe a teaching challenge intended to increase faculty use of evidence-based and student-centered instructional strategies in the demanding school of pharmacy context with technology-savvy students., Design: A teaching challenge was created that required faculty members to incorporate a "new-to-you" innovative teaching method in a class, course, or experiential activity. The method was linked to at least 1 of 7 evidence-based principles for effective teaching. Faculty members were exposed to colleagues' teaching strategies via brief voluntary presentations at department meetings., Assessment: A post-challenge survey provided assessment data about the challenge. Responses to a baseline survey provided additional information about what faculty members were already doing (52% response rate). Eighty-one percent of faculty respondents completed the challenge. A wide array of new strategies (13 categories such as flipped classrooms and social media) was implemented and 75% included the use of technology. Nearly all respondents (96%) thought that participation in the challenge was worth the effort and planned to participate again the following year. All faculty members intended to continue using their new strategy and 56% planned additional modifications with future implementations. The challenge demonstrated how multiple goals of curricular improvement, faculty development, and student-centered instruction could be achieved together., Conclusion: The teaching challenge motivated most of the faculty members to try something new to them. Links between evidence-based principles and day-to-day activities were strengthened. The new-to-you design placed the challenge within reach of faculty members regardless of their background, subject, or experience.
- Published
- 2014
- Full Text
- View/download PDF
46. Acute sore throat—diagnosis and treatment in general practice
- Subjects
Adult ,Male ,Rural Population ,Adolescent ,Urban Population ,Streptococcus ,Pharyngitis ,Middle Aged ,Faculty Survey ,stomatognathic diseases ,Sex Factors ,stomatognathic system ,Child, Preschool ,Streptococcal Infections ,otorhinolaryngologic diseases ,Humans ,Female ,Child ,Aged - Abstract
This study tested how general practitioners diagnose streptococcal infection on clinical grounds alone, in patients who presented with sore throats.Four hundred and fifty-two patients were admitted to the study. A clinical diagnosis, prognosis and follow-up was completed in each case and the clinical assessment was checked by throat swabbing at first contact and a week later.The doctors were inaccurate in predicting streptococcal infection, but better than might be expected if prediction were a matter of pure guesswork. Colds and influenza implied negative prediction, tonsillitis a positive prediction, and pharyngitis was doubtful.In this series negative prediction for pharyngitis was 85.2 per cent and positive prediction 31.5 per cent accurate. The equivalent figures for tonsillitis were 61.5 per cent and 38.9 per cent respectively. There was a general tendency to overpredict streptococcal infection which was most marked in acute follicular tonsillitis, but this led to few false negatives. The tendency to overpredict streptococci was most marked when the patient was an adolescent female.There were differences between the urban and rural patterns. During the same period, influenza (and similar illnesses) was recorded less often in the country, whereas urban practitioners were more likely to predict streptococcal infection. Rural practitioners were more accurate in prediction because they were less prone to implicate streptococcal infection than their urban colleagues; there was a higher proportion of cases with proven streptococcal infection in the town and there is a disproportionately high number of adolescent females among the urban patients.
- Published
- 1975
47. Warts in General Practice
- Author
-
du Heaume, B. H.
- Subjects
Podophyllin ,Adolescent ,Cautery ,General Practice ,Statistics as Topic ,Faculty Survey ,Salicylates ,England ,Podophyllum ,Humans ,Silver Nitrate ,Trichloroacetic Acid ,Warts ,Child ,Family Practice - Published
- 1964
48. A Survey of Migrainous Neuralgia by the Merseyside and North Wales Faculty
- Author
-
Hardman, R. A. and Hopkins, E. J.
- Subjects
Faculty Survey - Published
- 1966
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